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g2g Good to Great. Leading the Good to Great Movement in Your Sch ools. How good do you want to be?. Good is the enemy of great.

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g2g Good to Great

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This standard addresses the need to prepare instructional leaders who value and are committed to educating all students to become successful adults.Each instructional leader is responsible for creating and articulating a vision of high expectations for learning within the school or district that can be shared by all employees and is supported by the broader school-community of parents and citizens.

In 08 – 09, the 3 subgroups that had 40 showed up green on the AYP report – this could give a false sense of security. I colored it yellow because all the proficiencies were negative. Even though we are looking at a different set of kids , this should spark a closer look because we are progressing in the wrong direction (all subgroups who were green progressed to red. Even though they did not have enough students to make a subgroup in Sp Ed and White, this greatly hurt them at a minimum in the all student category.

Celebrations/ Concerns: Number of students scoring Level 4 increased greatly from 08-09 to 09-10. Decreases in non proficient students in all subgroups except White. Looking at the AMO in 2011, all students were actually 23% below the goal of 92%. The only group that came close to the AMO was Reduced.

Math scores seem to be better than reading when you look at the AYP report – but we are seeing a big drop in Math scores even though the AMO is much lower for Math. Did the red on the AYP report cause us to focus so much in reading to the exclusion of math?

Could the drop in math be attributed to “a group of students,” or curriculum issues, or effectiveness of instruction? What do we need to do to look at these areas?

Has something changed in the way math instruction was delivered?

In reading and math, who are the reduced lunch students and why are they having so much success?

Did we use this data last year to make instructional decisions?

How do students course grades compare with the results of standardized test?

Do teachers know the names of students scoring Level I and II? What is the plan to help make them successful?

Be selective about the data you choose…It is important to provide enough data so that participants can have a good degree of confidence that their observations are accurate. But too much information at one data delve can overwhelm, confuse, and exhaust people. (Depka, 2006)

Where are you going? Get a solid team, representative of your faculty that can make sure communication flows two ways – into the team and out from the team. You ,as the leader, need to create an atmosphere of cohesiveness.

How Do You Plan to Get There? Get input from the team and all members of your faculty. Remember the CIP is fluid and should be in a constant state of evaluation and amendment.